Jonathan Daved D. Dela Cruz, Arrianne Grace Cortez, Vic Marie I. Camacho
Abstract: Representation is to symbolize, to depict as, and to help describe an idea that reinforces the descriptive, symbolic and recognizable role of representations in explanations. Representations, which are not literal interpretations nor considered as the real thing, are used in chemistry depicted as models, analogies, equations, graphs, diagrams, pictures and simulations. These representations serve as essential avenues of measuring the extent of understanding in the disciplinal content as alternative to traditional assessment methods (Lansangan, 2018). Kozma (2003) proposed a conceptual structure showing representational competence into characteristic patterns of representational use at five stages or level, which was the basis of the current study in constructing representational tasks for measuring understanding of the electron distribution of atoms. The study employed the mixed-method sequential explanatory design. The representation task rubric was developed, validated and pilot tested to 30 Preservice physical sciences students and 30 in-service physical science teachers. Both quantitative and qualitative data collected substantiate the conclusion that the task feasibly corresponds to the rubrics developed. Among the respondents takeaway of the experience is about the importance of organizing and re-organizing their thoughts on the concepts and pictures out the idea, giving importance in checking and correcting misconceptions, measuring their level of understanding and reflecting on how to improve their understanding on the topic.
Keywords: Science representations, Conceptual structure, Electron distribution of atoms